Date: November 28, 2023

To: New Mexico Department of Education

From: Michelle Hall

Practical Proves Progress

A proposal to add life skills to high school education in New Mexico.
Current Situation:
In the current layout of education, the system often falls short in equipping students with the
practical skills necessary to navigate the complexities of real-world scenarios. Across most
states, high school curriculum predominantly focuses on academic subjects, leaving a noticeable
void when it comes to essential life skills. According to a report by the National Center for
Education Statistics (NCES), "only a limited number of states require students to take courses in
personal finance, leaving many graduates ill-prepared for the financial challenges of adulthood"
(NCES, 2022). While students learn mathematics, science, and literature, many emerge from
their educational journey ill-prepared for the practical challenges that await them outside the
classroom, including money management. According to a study by the Brookings Institution,
"there is a growing recognition that schools need to do more than just impart academic
knowledge; they need to prepare students for the challenges they will face in their personal and
professional lives" (Brookings, 2019).

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This proposal shows that the lack of practical skills classes in schools is a pressing issue that
demands immediate attention and reform. By exploring the current situation and highlighting the
deficiencies in our educational approach, we can provide a persuasive argument in favor of
implementing mandatory practical skills education in New Mexico school districts. Utah is one
of the few states that includes finance classes in many of the high schools. Their graduation rate
is very high in comparison to other states that do not include finance classes, such as New
Mexico.

Here are
graduation rate
comparisons for
Utah and New
Mexico.

(KOAT, 2022)

Hall Practical Proves Progress 2

The Plan:
Addressing the critical need for practical education in school districts requires a thoughtful and
implementable plan that integrates these essential life skills seamlessly into the existing
curriculum. School districts can consider incorporating practical education as a dedicated subject
within the curriculum. These courses can delve into crucial life skills such as time management,
financial literacy, and social emotional learning, ensuring a well-rounded educational experience.
Additionally, including practical skills classes can occur easily by embedding them across
various academic subjects. For example, mathematics classes can incorporate budgeting and
financial planning. Similarly, English classes can emphasize effective social learning through
written and verbal exercises, preparing students for the communication demands of both personal
and professional life.
Step 1: Develop Curriculum
• Create a comprehensive framework for practical education, including course outlines,
learning objectives, and assessment criteria.
• A well-defined curriculum ensures consistency and standardization across schools.
Step 2: Pilot Program in Select Schools
• Implement the practical education curriculum in a few schools to assess its feasibility and
effectiveness.
• Piloting the program allows for real-world testing, revealing any necessary adjustments
before widespread implementation.
Step 3: Gather Feedback and Make Revisions
• Collect feedback from teachers, students, and parents involved in the pilot program and
make necessary revisions to improve the curriculum.
• Continuous improvement is essential for the success of the practical education initiative.
Step 4: Develop Teacher Training Programs
• Design training programs to equip teachers with the knowledge and skills needed to
effectively deliver practical education.
Step 5: Implement State-Wide Rollout
• Introduce practical education across all high school grade levels in the state.
Step 6: Monitor and Evaluate
• Regularly assess the impact of practical education on student outcomes, making data-
driven decisions for continuous improvement.
• Continuous monitoring ensures the initiative's long-term success.
By following this logical step-by-step plan, the project aims to systematically address the
identified need for practical education in classrooms, ensuring a well-rounded and future-ready
educational experience for students.

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Costs of Practical Education:
One Time Costs of Implementing Practical
Education:
Curriculum Development: $40,000
Teacher Training Programs: $25,000
Pilot Programs Manager: $65,000
Data Analysis and Evaluation: $5,000
______________________________________
Pilot Program Start Total Cost $135,000
State-Wide Rollout Cost $675,000
State-Wide Yearly Upkeep $200,000

Cost-Benefit Analysis:
While the upfront costs of implementing practical education may be significant, the long-term
benefits far outweigh them. Improved student outcomes, enhanced teacher preparedness, and a
curriculum with real-world relevance contribute to the overall effectiveness of the educational
system. The investments made in community collaboration and communication efforts not only
enrich students' learning experiences but also promote a positive educational culture that extends
beyond the classroom. Furthermore, the potential long-term economic impact of a more skilled
workforce can contribute to the overall prosperity of the community.

Summary:
In summary, implementing practical education in school districts requires a comprehensive
strategy that includes dedicated courses and integration across academic subjects. By envisioning
a holistic approach to education that goes beyond traditional subject matters, school districts can
equip students with the practical knowledge and survival skills essential for success in the real
world. This plan not only addresses the current deficiency but also positions practical education
as an integral component of a well-rounded and future-ready educational system.

Hall Practical Proves Progress 4

 Works Cited

Catlin, Nick. “Albuquerque sees drop in high school graduation rate since COVID-19.” KOAT,

13 Oct. 2023, https://www.koat.com/. Web. 26 Nov. 2023.

Irwin, Veronique, Josue De La Rosa, Ke Wang, Sarah Hein, et al. “Report on the Condition of

Education 2022.” NCES, May 2022, https://nces.ed.gov/. Web. 26 Nov. 2023.

Kim, Helyn, Esther Care, Alvin Vista. “Education systems need alignment for teaching and

learning 21st century skills.” Brookings. 30 Jan. 2019. https://www.brookings.edu/. Web.

27 Nov. 2023.

Smith, Kelly Anne. “These States Now Require Students To Learn About Personal Finance.”

Forbes, 1 April 2022, https://www.forbes.com/advisor/. Web. 27 Nov. 2023.

Utah State Board of Education. “Utah 2021 Graduation Rates, 4-Year Graduation Report.” Utah

State Board of Education, 16 Nov. 2021, https://www.schools.utah.gov/file/6d4fc7bd-

d77e-4ae9-a8c4-6b2e3bae9323. Web. 26 Nov. 2023

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